Ky 





J 



rf. 



1/ 




UNIVERSITY BULLETIN 

LOUISIANA STATE UNIVERSITY 



Published by the Louisiana State University and Agricultural and Mechanical 
College at Baton Rouge. Issued monthly except November and December. 



Entered December 22, 1909, at Baton Rouge, La., as second-class matter, under 
Act of Congress of July 16, 1894. 



VOL. V— N. S. JUNE, 1914 No. 6 

LITERATURE 
IN THE HIGH SCHOOL 

BY 



HUGH MERCER BLAIN, M. A, Ph. D. 

ProfesiOT of English, Louisiana State University 



ENDORSED BY 



STATE SUPERINTENDENT THOMAS H. HARRIS AND 
STATE INSTITUTE CONDUCTOR C. A. IVES 



BATON ROUGE 

Ramires-Jones Printing Company 
1914 



wanofra^ 






PREFACE. 



In spite of the multiplicity of excellent books on this subject, 
I feel that no apology for additional treatment is necessary. 
The purpose of this little book is different in that it is more defi- 
nite. It is intended as a supplement to the courses of study in 
the various States, and as a practical handbook for the teacher of 
literature in the high school. I wish it clearly understood, how- 
ever, that I do not presume to dictate a inethod that can be 
slavishly followed by every teacher in every school. No reaper 
has yet been invented for the harvesting of every grain alike; 
no mechanical method for the culture of every mind. 

The most casual observer of the work of any truly successful 
teacher of literature must be impressed with these four facts: 
he knows his class ; he knows his subject ; he has a clear concep- 
tion of the results accomplished; he plans his work definitely 
for the attainment of these results. He has mastered the Who, 
the What, the Why, and the How of it. Only an acquaintance 
w^ith the previous training and the capabilities of the pupils en- 
ables him to choose wisely from the abundance of material at 
hand. Familiarity with the literature taught is necessarily 
accompanied by self-confidence and enthusiasm ; failure to appre- 
ciate the joy of teaching is the result of lack of preparation. 
Every teacher has at one time or another experienced this 
truth ; an honest heart-searching will reveal the reason. For 
strength of body, for power to do, all the medicine in Christen- 
dom is useless as a substitute for nourishment ; for the imparting 
of knowledge, the stimulation to learn, all the methods in school- 
dom cannot take the place of knowledge itself. The teacher's 
conception of the definite aims and purposes of his work is sec- 
ondary only to his knowledge of the subject and of his pupils. 
Some of the most learned educators insist that literature cannot 
be taught. It is because they do not know the meaning of "the 
teaching of literature." The primary purpose of literary study 
in the high school is the development of the taste for good litera- 
ture; and tliis means a desire to read intelligently the best that 
has been thouglit and expressed by the world's greatest authors. 

^- Of D. 
JAN ;J6 ,915 



Intelligent reading implies the cultivation of the habit of reading 
with the faculties alert to the meaning intended to be conveyed 
and the effect to be produced. The cultivation of this habit 
implies training, and training implies system. Hence the last 
essential — method. Knowledge of subject matter and pupils, a 
clear conception of the ultimate purpose of his work, and a defi- 
nite plan for its accomplishment, form the capital of every 
teacher who can hope to succeed. No capital, no interest. 

In suggesting certain methods of study, then, I am presup- 
posing, on the part of the teacher, familiarity with the literature 
to be taught and a knowledge of the results to be attained. With- 
out these prerequisites no plan can succeed. Every method, how- 
ever excellent in itself, is supported on these two foundation 
stones. Only a castle in the air has no foundation. A good 
many teachers of literature are "in the air" as to the method 
of teaching Ivanhoe, or Carlyle's Essay on Burns, or Macaulay's 
Johnson, or Macbeth, when they themselves have scarcely read 
these classics. Others who have carefully studied them, have a 
vague notion that they exist for the purpose of being dissected; 
consequently, they have their pupils memorize, parrot-like, the 
obsolete and archaic expressions and the allusions to mythology 
and history, name the figures of speech, and point out the moral, 
never realizing that insistence upon these things as of primary 
importance brings about the very result to be most of all avoided 
— drudgery and disgust. The great majority, however, are honest 
in their desire to know how to impart their knowledge to the very 
best advantage. For these I have a hearty sympathy, and for their 
benefit I make these suggestions based on my own experience 
with these same difficulties. If, by following any of them, the 
high school teacher receives the least inspiration and encourag- 
ment in his difficult work of developing among his pupils a 
genuine taste for good literature, I shall be amply repaid for my 
task. 

Neither the general method of study nor the plans suggested 
for the individual classics can lay claim to originality. They 
are rather a composite of various suggestions and hints from 
different books on the subject. I should be derelict in my duty, 
however, if I did not acknowledge my indebtedness to one in 



particular, Professor Arlo Bates's Talks on tlie Teaching of Lit- 
erature, a book which every teacher of English should know by 
heart. In several instances I have followed closely his wise sug- 
gestions for the study of certain masterpieces, making only such 
changes as my own observation and experience have proved to 
be essential. Other suggestions have been culled from various 
editions of the classics treated, notably Crane's ''Burke's Speech 
on Conciliation with America," and Dracass' "Carlyle's Essay 
on Burns." 



INTRODUCTION : GENERAL PLAN. 

President Woodrow Wilson, one of our most noted educators, 
has somewhere said that literature can be "learned but not 
taught." Professor Thomas R. Lounsbury, the eminent scholar 
and professor of English, has recently expressed himself most 
emphatically against compulsory composition.* And, to add 
insult to injury, as it were. Dr. Charles H. Judd, the distin- 
guished head of the Department of Education in the University 
of Chicago, makes the rather startling statement that no specific 
subjects should be required in the high school, t 

In the face of these expert opinions, it might seem, at first 
blush, presumptuous to discuss the matter of English at all, in 
connection with either high school or college. But not so. Even 
if literature cannot be taught, — and my experience inclines me to 
this opinion, — it certainly cannot be learned without the ability 
to read the written word. Moreover, the best literature cannot 
be read intelligently, and will not be -read at all by the majority, 
without proper introduction and guidance. In the matter of 
composition, certainly no man is regarded as fit for service in his 
community who cannot express his thoughts and desires in cor- 
rect every-day English; and, "though I say it that shouldn't," 
most college professors would be well satisfied with such ideal 
material ! Even the last of the three apparent aspersions by no 
means eliminates the subject of English from discussion. For, 
even if the day ever comes when English is not required in the 
high school, it will always have a favorite place in the curri- 
culum. 

Granted, then, that English shall continue to occupy a promi- 
nent post in our educational institutions, it is eminently fitting 
that we should consider the relation between high school and col- 
lege English. This question, strictly American, can best be 
answered in the truly American way, by asking several others: 
What are the principal aims in the teaching of English? With 
these ends in view, what should constitute the content of the 
course? How is this to be presented so as to bring about the 
desired results ? As the college can but continue the work of the 
high school, I take it that it will be sufficient to discuss these 
questions with special reference to the latter. 



•Compulsory Composition In Colleges. Harper's Magazine, November, 1911. 
tLetter appended to Report of Committee upon Articulation of High School and 
College. San Francisco, July 11, 1911. 



6 

Preliminary to the statement as to aim, it may be well to 
call to mind the principal object of education, whether in high 
school or college, as conceived at this time. With reference to 
the high school, a notable deBnition of the goal to be striven for 
is as follows: "It is the duty of the high school to give every 
student instruction carefully designed to return to society in- 
telligent, able-bodied, and progressive citizens."** The princi- 
pal service of the college is also to prepare its students for citi- 
zenship in similar though higher lines. In both, this preparation 
should be vocational as well as cultural. Since the work of the 
college can only begin where that of the high school leaves off, 
the question here under consideration resolves itself into : What 
part should English play in the preparation of our youth for 
intelligent and progressive citizenship ? 

The transcendent influence of good literature, and the cor- 
respondingly pernicious effect of vicious literature, upon the 
mind and morals of the young, need no demonstration in this 
enlightened age. Our age is, above all others, a reading age. The 
language of books has become the principal and almost the ex- 
clusive storehouse of the riches of modern culture ; and an ac- 
quaintance with this language is becoming more and more a 
necessary asset of every intelligent citizen. Apart, then, from 
cultural aim, every person who would take his place, however 
humble, in his community must have access to this great treasury. 
The youth of today is going to read something. The high school 
stands at the parting of the ways. A multiplicity of worthless 
novels and short stories beckon him to vice. The school is 
repsonsible for his choice. He needs instruction and guidance 
to enable him to choose between the good and the bad, to develop 
a taste for the best, to read the best intelligently. Hand in 
hand with intelligent and appreciative reading should go the 
ability to express oneself correctly and clearly, easily and nat- 
urally, both in speech and in writing. It should, therefore, be the 
aim of the high school to furnish to the community citizens whose 
broadmindedness and high ideals, moulded by the best that has 
been thought and expressed by the greatest of our thinkers and 
authors, will mentally, morally and spiritually enrich the life of 

♦♦Report of Committee upon Articulation of High School and College. San 
Francisco, July 11, 1911. 



their fellows ; and to send to the college students thoroughly pre- 
pared to become, through a still more extensive and intensive 
course of systematic reading, men of distinct literary culture and 
lofty ideals, with ability to think and minds stored with thought- 
producing material. 

The content of the high school course in English needs here 
only a suggestion or two, and, in the nature of the case, will not 
be affected by the pupil 's future intention. Great latitude should 
be permitted in the choice of works to be read, since a course that 
is good in one high school may not be suited to the needs of 
another — provided that only good models of modern English be 
included in the earlier part of the course. The present college 
entrance requirements certainly approach the ideal, if only the 
teacher keeps the aim in mind and follows a common-sense 
method of handling the literature and the individual pupils. On 
the practical side the work should, I am convinced, consist 
largely of drill in language and imitative writing: spelling, 
grammar, and dictation and reproduction of sentences and para- 
graphs from the best prose writers of the nineteenth century, with 
special emphasis upon Macaulay. As much collateral reading as 
possible should be done, and in connection with this original 
writing of abstracts and outlines will complete the necessary 
composition work. My own experience leads me to agree with 
Professor Lounsbury, that original composition should be left 
to those who show a distinct aptitude for it. Compulsion from 
within will make writers of them. Compulsion from without 
brings only distaste to the pupil and useless drudgery to the 
already overburdened teacher. Moreover, psychology sustains 
this view. luthe mind of the youth memory is strong and imita- 
tion comes easy. The result is that not only the mechanical 
elements of punctuation, capitalization, etc., are gradually im- 
bibed, but a choice and precise use of words, and clear, forcible 
sentence and paragraph structure are unconsciously attained. 
Other results, of more interest to some of us, perhaps, follow. 
The high school graduate whose tastes lie in other directions 
faces no bugbear of required English at college ; and the college 
professor of English has some opportu*iity for i^ally inspiring 
work — minus drudgery, > » 



8 

We are now prepared for the last of the questions to be con- 
sidered : How is English to be presented in the high school in 
order to insure the results desired? And I believe that the pro- 
posed general method, if we may call it by that much abused 
appellation, will meet with the approval of all three of the il- 
lustrious educators referred to above. 

As we have said before, the result to be attained from literary 
study is a definite one. It may be expressed thus: The cultiva- 
tion of the desire to read intelligently the best literature. There 
are many things today that make against the success of this 
noble purpose : the host of worthless sensational novels and 
stories; the love of the average American for sensation, encour- 
aged by such literature, by the popular picture show, etc.; the 
whirl of business life and lack of time for solid reading; the 
lack of good books in the home ; and the incompleteness of school 
libraries. In most cases the desire for good reading must be 
cultivated in the hearts and minds of children who have been 
surrounded by some or all of these influences. Hence, before 
any reading can be done, some preparation is generally neces- 
sary; and this is the most important part of the work. The 
pupil must be introduced to a new atmosphere; he must know 
and feel something of the spirit of the time that he is about to 
consider ; he must, if possible, enter into the mood of the author ; 
and he must get the proper point of view through his own past 
experiences, when this is possible. All of this can, to a great 
extent, be accomplished by a short preliminary talk from the 
enthusiastic teacher, sometimes followed by investigation on the 
part of the pupil. The desire to read will follow naturally 
enough, ft 

But the reading should not be yet begun. If it is to be in- 
telligent reading, work on the vocabularj% the language, and the 
spirit of the time with which the particular literature in hand 
deals, will be necessary, in some cases even before the literature 
is in the hands of the pupil. This may seem to some very un- 
wise — the very way of all ways to drudgery and disgust. Expe- 
rience shows, however, that, even if it were not necessary, it 
would be desirable because of the intense interest aroused and 



tt For an excellent treatment of this idea, see Arlo Bates's Talks on Teaching 
Literature. Houghton. 



the knowledge gained. Moreover, youthful curiosity, which be- 
comes atrophied if left unemployed, is in a measure satisfied 
through the art of literary exploration. The general reader may 
want to luxuriate in reading, but the high school pupil wants 
to learn how to investigate. He likes to be given something to 
do. He is eager to conquer difficulties, to solve puzzles. 

The annotation, then, should be full of exhortations and 
promptings to labor and to thought, but the pupil himself should 
gather the information necessary to a clear understanding of the 
literature being read. The high school should graduate pupils 
expert in the use of the encyclopedia and the dictionary, quick 
to surmise which way to turn to find information about men and 
things. The real books of the world are bound together by 
infinite links of mutual explanation, and every book of value 
must be read with reference to other books. The youth who is 
capable of curiosity and knows how to find what he wants, has 
one of the best gifts the high school course in literature can 
bestow.* t The finger-in-the-dictionary habit, which should have 
its foundation in the grades, certainly aids in conferring this 
gift. After this work is done by individual assignment and 
report, supplemented by the teacher's comments, the actual 
reading, with continual emphasis upon oral and memory work, 
will make its own appeal to the interest, emotion, and imagination 
of the pupil. 

Written Avork based upon the literature read in the class 
room should be given little or no attention as required exercise in 
composition. The study of the literature with a view to simply 
preparing students for college entrance should be kept in the 
background ; the expression of thoughts obviously individual, and 
the evidence of clear thinking, will make a far more favorable 
impression on the examiner than garbled and hackneyed phrases 
memorized from the critical essays of others. Finally, no wise 
teacher will spoil the effect of the author by everlastingly worry- 
ing the pupil with the intended moral. This and other far- 
reaching results are unconsciously achieved. Among these are: 
an increased knowledge of life; the absorption of broad and 



*t See Introduction to Select Essays of Addison, by Samuel Thurber, whom I 
have freely quoted here. Allyn & Bacon. 



// 



10 

general truths concerning human nature and feeling; and the 
gradual cultivation of a sensitiveness to high ideals. 

Such a course as I have imperfectly described, if thoroughly- 
conducted, will certainly go far towards giving the community 
a nucleus of intelligent and progressive citizenship. The college, 
the final link in the chain of education, must complete the work 
so well begun. 

FIRST YEAR: FIRST HALF. 
I. Franklin 's Autobiography. 

Tliere are several reasons for selecting Franklin's great work 
as an introduction to the study of literature in the high school. 
It appeals to the young American because it is a part of the 
history of his own land, because it is almost stranger than fiction, 
and because it fires his ambition. These things, and the simplicity 
and force of the author's style, render it both pleasant and 
profitable for teacher and pupil alike. 

As stated above, the success of the teacher depends first of 
all upon his knowledge of the subject in hand. In order to 
insure immediate interest on the part of the student, the teacher 
should liave a thorough acquaintance with eighteenth century 
history in England and America, a good knowledge of the life of 
Franklin, and a sympathetic appreciation of his character. It 
possible, he should be familiar with such a biography as that of 
Parton. He is then ready to introduce and recommend his 
students to one who is already well known to him. 

PRELIMINARY. 

Before the book is put into the hands of the class, the follow- 
ing preliminary work should be done : 

1. A brief informal talk by the teacher "about the book that 
we are going to read together." A number of interesting facts 
can be mentioned : The author was one with whom every Amer- 
ican boy is acquainted through the history of his country; his 
life exemplifies the possible rise of any boy of grit and energy 
from poverty to power; this book was written to Franklin's owti 
son, and hence was intended to rouse his interest and ambition; 
it is the onlv book written in America before the nineteenth 



11 

century that is stil) widely known and read; and other facts of 
like interest. This introduction will be well concluded by reading 
from the Autohiography one or two interesting passages. 

2. At the end of the inspirational talk, the teacher should 
assign vocabulary work covering what is to be the first reading 
lesson: say, from the beginning to the paragraph reading "To 
return," &c. (par, 18). Such words as the following are sug- 
gested : 

affluence (flow to) ; freehold (history of word) ; qualified 
himself for the bar (origin of bar) ; transmigration (orig- 
inal and special meaning) ; apprenticeship (cf. apprehend, 
&c.) ; quarto (cf. quart, quarter) ; folio, octavo (deriva- 
tion) ; assiduous (derivation, cf. sit, &c.) ; joint stool; 
apparitor (appear, &c., custom of the time) ; oust (ex- 
haust, &c.) ; non-conformity; conventicles; censure; tithe 
(Jewish custom); tallow-chandler; quagmire (quake — ); 
emmet; arbitrator; straitness (cf. strict). 

Also: 

Boston ; Cotton Mather, &c. ; Anabaptist ; Quakers ; reign 
of Mary ; reign of Charles II. 

What a wealth of information in just this one day's work, 
and how large a single word looms when put under the micro- 
scope of real thought ! And what a delight to read when one is 
familiar with every word and allusion! 

READING. 

Then will come the first reading, as a rule by the teacher. 
As he reads he will casually explain such terms and references 
as were purposely omitted from the vocabulary work : e. g., 

fugitive pieces; sectaries; prudential matters; Lord Hal- 
ifax; Peter Folger. 

He will also point out on the map the places referred to : as, 
Ecton, Banbury, Wellinborough ; and will call attention to such 
striking expressions as: "I should have no objection," &(?. 
(par. 2) ; "and though * * * truly useful" (par. 13) ; "But 
one * * * ball" (par. 17). 

The work is then given to the student and he is assigned his 
first reading lesson — the same as that read by the teacher. In 



12 

addition he is asked to note the topic of each paragraph and to 
mark all passages and incidents bearing upon the character of 
Franklin, for class discussion and future use, 

CONTINUATION OF STUDY, 

The second half of the first chapter is to be dealt with simi- 
larly. As vocabulary work I would suggest the following : 

joiner; turner; brazier; cutler; chapmen; polemic; in- 
denture; journeyman; prodigality; confute; perspicuity; 
hasty-pudding (cf "The Hasty Pudding," by Barlow); 
inculcate; dogmatical; concurrence; approbation; anony- 
mous; libeling and satire; conjuncture; obnoxious; in- 
fidel; atheist. 

Also : 

Bunyan; Defoe; Blackbeard; "The Spectator"; Socrates. 

In the first reading of this lesson (by the teacher) the follow- 
ing will be explained: 

Plutarch; Jansenists; Courant; Assembly; discover (par. 
29) ; sensible that. 

Such expressions as the following should be pointed out and 
assigned for memory w^ork: 

"Persons of good sense," &c. (par 22) ; 

" greater clearness * * * drinking" (par. 25) ; 

"chief ends of conversation" (par 27), 

After the reading by the class, topic work, &c., perhaps the 
next chapter or two should be studied in the same way. This 
will have to be determined by the individual teacher. The les- 
sons will then be assigned for home reading, the class work 
being carried on as outlined above. The lessons can be grad- 
ually increased, so that the study will not have to be too pro- 
tracted. At the end the character of Franklin can be discussed 
and an intelligent and original paper be prepared by each stu- 
dent from the passages and incidents marked. Also the para- 
graphs dealing with the life of the author may be picked out, 
put into outline form, and made into a sketch. The only other 
written work in connection with this study should be the dictation 



13 

and reproduction of paragraphs, both of which are invaluable 
for training in accuracy and expression. 

II. The Vision of Sir Launpal. 

After briefly introducing the class to the atmosphere of 
knighthood, its noble aims, its perils and attractions, the teacher 
should make clear the exact situation at the opening of this 
poem and the changes implied throughout. Otherwise, many 
will fail to realize that the whole is a vision or dream of Sir 
Launfal's, and that between the first and second parts many 
years are supposed to have intervened, during which the knight 
has been searching in vain for the Holy Grail. Some explanation 
of the term ' ' Holy Grail ' ' can then be given and a brief account 
of its history; and if the teacher can relate Malory's narrative 
(Morte d 'Arthur, Book 17) of Sir Galahad's search for the 
Grail, the interest of the class will be at fever heat. It only 
remains to couple the experience of the knight with some real 
experience of the pupil, selfishness or conceit in any form — only 
too common in our daily lives. 

VOCABULARY WORK. 

This is, unfortunately, even more important in preparing to 
read poetry than prose. Archaic words, poetic expressions, myth- 
ological allusions, and irregular word order and syntax, make 
poetry much more taxing on the intelligence of the pupil. Hence, 
the first lesson can well be devoted to such words throughout 

the poem as: 

>' 

list, lay, auroral, Sinais (refer to the Bible), druid, bene- 
dicite, wake (1.87), mail (armor), drawbridge, pitcher- 
plant, wold, groined, forest-crypt, fretwork, arabesques, 
corbel. Yule-logs, seneschal, recked, surcoat, leprosie, 
swound. 

Without a clear knowledge of these words the pupil misses 
the principal effects of the poem, those produced by the exquisite 
nature pictures which form its setting. A few expressions, too, 
will have to be explained by the teacher before the actual reading 
begins : 



/ 



14 

pavilions tall, &c, (1.122) ; tent (1.125) ; maiden knight 
(1.130); made morn (1.147); 11.168-173; elfin (1.210); 
hall (the large banqueting hall in the old eastle, 1.211) ; 
1.256 ; 11.308, 309 ; 1.338 ; and perhaps a few others. 

FIKST READING — BY THE TEACHER. 

This should be prefaced by a careful but brief explanation of 
the Prelude to Part First as a mnsical introduction to dreamland, 
and as containing the symbolic meaning of the knight's experi- 
ence and its application to life in general. The attention of the 
class should also be directed especially to the reading of poetry, 
with particular reference to the importance of overcoming the 
sing-song habit and the dropping of the voice at the end of each 
verse regardless of punctuation or meaning. They should be 
exhorted to read poetry as if it were prose, and should be given 
ample practice to that end. During this first reading the teacher 
will have to pause occasionally to comment on such passages as 
have not already been explained, to dwell on the marvelous 
imagery, and to point out a few of the notable sentiments ex- 
pressed. By these means the pupil gradually and unconsciously 
becomes alive to the beauties and pleasures of poetry and begins 
to wish to read more of it himself. 

SECOND READING — BY THE CLASS. 

Preparation for the reading by the class ought to bring three 
definite results: the ability of individual pupils to read aloud, 
both intelligently and intelligibly, the parts assigned to them ; 
the ability to describe the scenes and narrate the incidents of the 
poem; and the ability to interpret the poem as a whole and ex- 
plain its structure. This reading will probably occup^^ several 
recitations. 

MEMORY WORK. 

If this method of treatment has been carefully followed, the 
last assignment — memory passages — will prove a real pleasure to 
both teacher and students. Such gems as the following will 
certainly be included: 



15 

''And what is so rare as a day in June?" (11.33-56); 
"Down swept the chill wind from the mountain peak" 
(11.174-210); "The Holy Supper is kept, indeed" (11. 
322-327). 

Any others can be added that the members of the class may 
especially like. In addition to the recognized value of the mem- 
ory work, the natural, unaffected recital of both poetry and 
prose is one of the most effective aids to good reading — quod 
maxime desiderandiim est. The persistent neglect of this seem- 
ingly simple matter, in the present-day training of the schools, is 
fatal to many a would-be college freshman and deprives many 
a home of its evening pleasure. It involves practically all of 
the fundamentals of English. 

III. Treasure Island, 

Even if this be followed by the reading of others of Lowell's 
poems, considerable time will be left before the end of the term. 
Since the class is during this time most probably reading as 
collateral one of the novels suggested, the remainder of the term 
will be very profitably spent in the class study of a work of 
fiction. This will certainly increase the interest in the collateral 
reading, and will do much toward inculcating the habit of read- 
ing carefully and deliberately, with open eyes and mind alert, 
the lightest of standard fiction. Moreover, the reading of fiction 
in class will be instrumental in releasing our boys.and girls from 
the dangerous fascination which threatens tff destroy all taste 
for genuine literature. As a suitable book for study at this 
time, let us consider Stevenson/s Treasure Island. In the light 
of the general plan suggested and the literature discussed above, 
a bare outline will suffice. 

PRELIMINARY. 

1. Talk on piracy; social conditions under which the tale 
begins ; the imaginary geography — topography of the island. 

2. First assignment — vocabulary of chapter 1 : 

buccaneer; capstan bars; connoisseur; Dry Tortugas; 
Spanish main; hawker; assizes; Trelawney; Bristol, &c. 



16 



READING. 



First chapter read aloud in class, by the teacher or good 
readers in the class. As the reading proceeds the teacher will 
comment on such expressions as "one of the cocks," &c. (par. 
12), "the neat, bright doctor," &c. (par. 13). The class will 
then be required to make a list of the characters introduced, and 
oral discussion of them will be encouraged. 

Chapter 2 mil then be treated similarly. In vocabulary work 
the class will look up such words as: 

cutlass (par. 2), talons (par 20), 
chine (par. 27), lancet (par. 40), &c. 

In the reading the teacher will explain expressions like 
"cleared the hilt of his cutlass" (par. 13), "fouled the tap" 
(par. 32), "stake my wig" (par. 45), &c. He will also direct 
attention to such delicate touches as the lump in the throat of 
Black Dog (par. 13), the clever excuse for having the door left 
open (par. 24), the picture of the gallows in the tattooing (par. 
37), &e. The class will be especially interested to note the addi- 
tional qualities in the characters of Billy Bones and Jim, as 
shown in the boy's compassion for the pirate, &e., and the hints 
as to the doctor's person and character; and they will inevitably 
speculate upon the past of Bones and the relations of the pirate 
with Black Dog. 

CNTINUATION OF STUDY. 

The same treatment may be followed out in one or two more 
chapters, until the characters are introduced and class discussion 
has instilled an abiding interest in their welfare. The remainder 
can then be assigned, in gradually increasing amount, and 
covered in class in the same way, except that only the striking 
parts need be read aloud. Or the rest of the book may be 
assigned as home reading, if the teacher thinks best. 

At the end of the reading the book will be briefly dealt with 
as a whole. Such questions as the following can be discussed : Do 
the persons act consistently? Do the incidents follow so that 
they seem really to have happened ? Does the book show clearly 
and truly the development of character under the circumstances 
of the storj'? What personage is most clearly and sharply de- 



17 

fined? Finally, the construction of the book will call for some 
consideration : the weaving together of the incidents ; the bring- 
ing out of the relation of individual traits and characters to the 
final results; the part which character plays in shaping events 
and moulding the story; and other interesting points that will 
occur to the wide-aM^ake teacher. 

As soon, however, as any part of this method of treatment 
begins to be drudgery to either teacher or class, another phase 
of the work should be taken up. The teacher must be the judge. 

COLLATERAL READING. 

As much parallel reading as possible should be done through- 
out the high school course. At least one book each month should 
be the minimum. I have selected the following lists with this in 
view. The teacher will note, also, that all the books suggested 
are included in the College Entrance Requirements and can be 
found in the various series of classics named in the bibliography. 
For this term the suggested reading is: 

Shakespeare's Romeo and Juliet. 

Defoe's RoMnson Crusoe. 

Longfellow's Tales of a Wayside Inn. 

Swift's Gulliver's Travels. 

FIRST YEAR: SECOND HALF. 

For the first work of this term Dickens's A Tale of Two Cities 
is selected, for several reasons. It serves to introduce the reader 
to one of our greatest writers, with whose works every educated 
person should be familiar; Dickens's novels are excellently 
adapted to youths of high school age; and the careful reading 
of one of them should produce the desire to read others and 
enable the pupil to read them with far more profit than is gen- 
erally gained from reading merely "for the story." This is 
followed by the Idylls of the King. In the Vision of Sir Laimfal 
the pupil has already had a glimpse of legendary knighthood; 
and in IvanJioe, the book next in order of study, he is to be 
transported to the real knighthood of the middle ages. The 
Idylls portray most visibly the deeds of the greatest of all the 
orders of mythical knighterrantry and aptly lead to the appre- 



18 

elation of the great historical novels of Scott, most of which 
deal with the period which was the natural resultant of such a 
government as that of Arthur and his Round Table. 

I. A T.VLE OF Two Cities. 

The prefatory talk can best be combined with the first read- 
ing. As a first assignment, let vocabulary be given on the first 
two chapters. Include such words as: 

tumbrils (chap. 1, par. 4) ; atheistical (chap 1, par. 4) ; 
potentate (chap. 1, par. 5) ; blunderbuss (chap. 1, par. 

5) ; contraband (chap. 1, par. 5) ; requisition (chap. 1, 
par. 5) ; pilferer (chap. 1, par. 5) ; Dover (chap. 1, par. 

6) ; Shooter's Hill (chap. 2, par. 1) ; Blackheath (chap. 2, 
par. 1) ; capitulated (chap. 2, par. 1. cf. capital, &c.) ; 
reek (chap. 2, par. 3) ; posting-house (chap. 2, par. 4) ; 
cattle (chap. 2, par. 5, horses) ; skid (chap. 2, par. 12) ; 
'Nation (chap. 2, par. 37) ; holsters (chap. 2, par. 39) ; 
expeditiously (chap. 2, par. 47). 

Let the first chapter then be read by the teacher with clear 
and full explanation of the characteristics of the period vaguely 
described in the first paragraph. In preparation for this the 
teacher should inform himself on the history of England, France, 
and America in 1775. As the reading proceeds, such passages 
and allusions as the following should be explained: "a king 
with a large jaw," &c. (chap. 1, par. 2) ; "lords of the State 
preserves," &c. (chap. 1, par. 2); "Mrs. Southcott" (chap. 1, 
par. 3) ; "Cock-lane ghost" (chap. 1, par. 3) ; "chickens of the 
Cock-lane brood" (chap. 1, par. 3); "his sister of the shield 
and trident" (chap. 1, par. 4) ; "a certain movable framework," 
&c. (chap. 1, par. 4) ; "burning people in the hand at Newgate," 
&c. (chap. 1, par. 5). The second chapter Avill require little of 
comment. The author has vividly portrayed the scene and has 
aroused the interest by enshrouding all in an atmosphere of 
mystery and danger, a foreshadowing of the events to follow. 

The second reading of these two chapters will be accomplished 
with anxious speculation upon the mysterious character intro- 
duced and a corresponding heightening of the interest of the 
class. 



19 

After similar treatment of the next few chapters, the method 
will follow that suggested for Treasure Island. 

II. Idylls of the King: Gareth and Lynette. 

After recalling briefly the talk given in preparation for the 
Vision of Sir Launfal, the teacher will endeavor to set forth 
concisely the plan and purpose of the Idylls as a whole, and the 
state of affairs when Arthur succeeded to the kingdom, conclud- 
ing with a lively account of the coming of the mysterious king 
and the establishment of his Round Table. The interest will be 
further aroused in Gareth and Lynette by personal appeal. 
Gareth is typical of youth in all its vigor, impetuosity, dauntless- 
uess, love of adventure, loyalty, courtesy, aspiration. 

For vocabulary work words should be assigned from the 
whole poem before the book is in the hands of the pupil. The 
following are suggested: 

spate (1.3) ; yield (reward, 1.18) ; leash (of kings, 1.51) ; 
burns (1.90) ; dragon boughts (1.229) ; brook (verb, 
1.287) ; doom (judgment, 1.314) ; seneschal (1.359) ; gyves 
(1.362) ; blazon 'd (1.405) ; churl (1.419) ; brewis (1.447) ; 
broach (1.476) ; tarn (1.489) ; casque (1.665) ; agaric 
(1.729) ; holt (1.729) ; loon (1.751) ; mere (1.778) ; haling 
(1.791) ; wan (1.804) ; cate (1.828. cf. cater) ; stoat 
(1.871) marches (noun, 1.1008) ; mavis (1.1052) ; merle 
(1.1052) ; trefoil (1.1130) ; comb (1.1163) ; vexillary 
(1.1172); prickled (1.1362). 

Also all the proper names connected with the Round Table : 
Caer-Eryri; Avalon; Lancelot; Lot; Bellicent; Gawain; 
Modred; Merlin; Tristram, &c. 

READING. 

The poem should then be read through by the teacher, with 
explanation of such expressions and terms as Book of Hours 
(1.46); knave, villain; good lack, good now, liefer, and other 
archaic words; and construction and meaning of lines 87, 249ff., 
271ff., 422, 528, 592, 677, 881, 968, 1002, and any others not 
clear to the pupils. Some of the many admirable figures and 
descriptions, epigrams, and skilfuUy wrought verses, should also 
receive appropriate comment at this time. 



20 

For class reading the poem will have to be divided into sev- 
eral assignments. The recitations will consist, as usual, of daily 
practice in reading aloud, questions on the incidents of the poem, 
and discussion of the characters. 

MEMORY WORK. 

So numerous are the poetical beauties of these Idylls that 
much time can be profitably and pleasurably spent in the recita- 
tion of striking passages. The choice of the individual pupils 
should be allowed full sway. 

DEALING WITH THE POEM AS A WHOLE. 

In conclusion, such questions as the following may be briefly 
discussed: Are the descriptions of scenery such that we think 
of the places as real, or as places in fairyland? Do the char- 
acters seem like real people? Are they consistently drawn? If 
feasible, written work can be assigned on the characters of 
Gareth and Lynette ; but the teacher should see that such papers 
are the candid expressions of the pupils themselves, instead of 
the canned concoctions of critics and commentators ! 

Caution: The allegorical feature of the poem is a constant 
source of temptation to the average teacher. It should here be 
dealt with sparingly, if at all, and only in answer to questions 
from the class. 

This Idyll will in most cases be followed by others of the 
group. It is unecessary, however, to go into detail with refer- 
ence to any of the others. The same method will be found suit- 
able to all. If The Cuming of Arthur should precede Gareth and 
Lynette, it sliould be treated in the same way. The teacher will 
find it most pr()fital)](' and interesting to read with the class as 
many of the Idylls as possible. 

COLLATERAL READING. 

Shakespeare's Midsummer Night's Dream. j 

Hughes's Tom Brown's School Days. 

Stevenson's Kidnapped. 

Dana's Two Years Before the Mast. 



21 

SECOND YEAR: FIRST HALF. 

My students often tell me that they do not like the novels of 
Scott and Dickens because they are so hard to get into and so 
full of description and explanation. This is an honest state- 
ment from youths who have had no opportunity at home to culti- 
vate a taste for standard fiction and have read (if at all) only 
such books as the "best sellers" of today and frivolous magazine 
stories. They are to be pitied, not condemned. The high school 
teacher must recognize his opportunity and his duty in this mat- 
ter and must carefully guide the pupil in the development of a 
taste for the best fiction. The problem is solved in every ease, 
I believe, by the right sort of introduction to these classics. Con- 
sider Lvanhoe, for instance. The unread and unguided boy or 
girl will be absolutely at sea in the very first chapter and will 
be likely to throw down the book in disgust after reading the 
first few paragraphs. Now that statement does not sound ra- 
tional to the teacher who knows the delights of this charming 
book. "Why," he will say, "here is so much that is attractive 
to everybody, young and old: the vivid portrayal of the en- 
chanting romance of the middle ages; exciting adventures of 
lover and warrior; and the scenes are from the life of our 
ancestors in one of the most important and trying periods of 
their history. Here is a beautiful panorama, a moving picture 
of old Norman-Saxon England, in a nutshell!" Fortunately, 
however, our pupils do not belong to the herd of Gurth; but, 
unfortunately, they cannot digest nuts in the shell. They must, 
then, in the preliminary work, be enabled to overcome this diffi- 
culty. Then the reading of the book will bring both pleasure 
and profit. Let us see how this applies to lvanhoe. 

I. IVANHOE. 

The key to the understanding and enjoyment of this famous 
novel is in the first five paragraphs. Assign this as the first 
lesson and treat it like history. Here is part of the vocabulary : 

vassalage (par. 2) ; inferior gentry (par. 3) ; feudal (par. 

3) ; the chase (par. 4) ; chivalry (par. 4) ; hinds (par. 4) ; 
the Conquest (par. 4) ; Duke William of Normandy (par. 

4) ; Normans (par. 4) ; Anglo-Saxons (par. 4) ; battle of 
Hastings (par. 4) ; Dragon of Wantley (par. 1) ; Civil 



22 

Wars of the Roses (par. 1) ; Don (par. 1) ; Sheffield (par. 
1) ; Doneaster (par. 1). 

This vocabulary indicates the setting of the whole book, and 
its mastery is essential to him who would appreciate and genu- 
inely enjoy tlie characters and situations. As these terms and 
names are discussed and the five paragraphs are thoroughly 
sifted in class, the teacher can introduce other historical person- 
ages entering into the story, such as King Richard, Prince John, 
Robin Hood, &c. The remainder of the first chapter will be 
studied in the same way, with further discussion of feudalism, 
apropos of the introduction of Wamba and Gurth. After similar 
treatment of another chapter, perhaps, the rest of the book can 
be read at home, the study proceeding as in Treasure Island. 

II, Sir Roger de Coverlet. 

This work may not seem suitable at this time except in un- 
usually good classes; but, with the necessary inspiration from 
the teacher, who must have clearly in mind the personality, 
characteristics, and appearance of each character, and must 
thoroughly admire Sir Roger, a type of the country gentleman 
of his time, the study should produce splendid results. The 
simple, pure style of Addison, the keenness of his wit, and the 
courteous, whole-souled, generous, simple-hearted countryman, 
ought certainly to make a lasting impression on the plastic minds 
of youth. These papers present, too, the whole life of the early 
eighteenth century in rural England, and give excellent oppor- 
tunity for mental and oral comparison or contrast with the daily 
life of the children who are studying them. This power of con- 
crete realization lends interest to the study of literature as 
nothing else can. 

After a brief talk on The Spectator and other things of 
interest that may suggest themselves to the teacher, the study 
of the papers will begin with the usual vocabulary work, though 
it will never be necessary to assign this as a separate recitation. 
One paper should be assigned for each lesson and read as usual, 
the teacher attempting to make each character real and lifelike 
to the pupil, so that the work may not grow wearisome. In the 
class discussion of the characters several things are of importance. 



23 

The principal one is the personality of Sir Roger as shown in 
skilful little touches, sometimes scarcely perceptible. These 
should be carefully noted, so that at the end of the study a sum- 
mary may be made of them. There are various passages, also, 
which can be connected with the daily experiences of the pupils. 
Finally, as an inducement to thorough preparation for recitation, 
each pupil may be required to state in his own words what he 
considers the chief thought of the paper in hand. The dis- 
cussion of these statements by the class and the selection of the 
best of them will add to the interest as well as to the value of 
the work. At the end of the lesson the teacher should read 
the whole paper aloud, with no interruption except questions 
from the class. 

Numerous subjects for written work will occur to both teacher 
and pupil as the study proceeds : the peculiarities of Sir Roger ; 
customs of his time; comparison of different phases of country 
life then and now ; &c. The teacher will have to judge as to the 
desirability of this feature. Imitation of such pure, simple 
English as that of Addison is undoubtedly the best way to im- 
prove one's style. Hence, dictation and reproduction of para- 
graphs and sentences should be practiced as much as possible. 
In the matter of compositions based on the reading, however, a 
good rule is to assign no subjects already treated in the literature 
under consideration. 

Collateral Reading. 

Shakespeare's Richard III. 
Dickens's Oliver Twist. 
Cooper's Last of the Mohicans. 
Irving 's Sketch Book. 

SECOND YEAR: SECOND HALF. 

For the beginning of this term another of Scott's novels, such 
as Quentin Durward, or perhaps Gaskell's Cranford, will be a 
wise choice. If possible, both should be read. Since they are 
similar to other works here treated, we need not repeat the 
suggested method. By way of contrast, these may be followed 
by Part IV of Palgrave's Golden Treasury. The pupil should 
be familiar Math some of the great singers of the nineteenth 



24 

century, and these lyrics afford an excellent opportunity for 
the development of the taste for real poetry. It is hardly pos- 
sible, nor is it at all desirable, to deal in any formal way with 
such highly imaginative literature, such expressions of the inner 
man. Hence I suggest no method for their study, but merely 
insist that the teacher must have a genuine love for such litera- 
ture if he hopes to lead his pupils to an adequate appreciation of 
its beauties and worth. His own rendering of the poems and 
a great deal of memorizing and reciting on the part of the pupils 
will constitute the greater part of the "study." He should not 
overlook, though, the necessity of careful training in reading 
aloud. If there is time for Sohrab and Bustum, it can be made 
a most profitable and interesting close to the year's w^ork. For 
suggested method, see The Vision of Sir Launfal and Gareth and 
Lynette above. 

Collateral Reading. 

Shakespeare's Tivelfth Night. 

Scott's The Talisman. 

Whittier's Snowbound and Other Earlier Poems. 

Dickens's David Copperfield. 

THIRD YEAR: FIRST HALF. 
I. Macaulay's Life of Johnson. 

it will be necessary merely to outline the plan for the study 
of this work, as it is similar in most respects to others already 
treated or to follow. One of its principal values is in familiar- 
izing the pupil with Macaulay's style, which is in most respects 
worthy of his imitation at this period. Hence frequent dictation 
and reproduction of paragraphs and sentences is advised all 
through the reading of the essay. 

Two things are of importance to the teacher before under- 
taking the reading: he should be thoroughly acquainted mth 
Macaulay's life and writings; and he ought to know Samuel 
Johnson well from a careful reading of Boswell 's immortal biog- 
rapli.y. In introducing the great literary dictator the teacher 
will give a brief account of I\Iacaulay 's Essay on BosweWs John- 
son and its asperity, explaining that the author wrote the Life of 



25 

Johnson later and wished it to serve as his mature estimate of 
the man. Quotations from Boswell's great work will serve fur- 
ther to arouse the interest of the class in the character and 
influence of Johnson. 

VOCABULARY. 

The vocabulary to be learned will contain such words as: 
parts, stomacher; royal touch, Jacobite; Lichfield, &c. A certain 
number of paragraphs will thus be covered each day, and after 
the vocabulary is mastered the reading can be assigned in the 
same way. 

READING. 

No preliminary reading by the teacher will be necessary, as 
he can explain and comment on difficulties of language as the 
class reads. In addition to the reading of the assignments, the 
pupil should be required to write and bring to class in outline 
form the topic of each paragraph. These can be discussed in 
class and the very best form decided upon in every case. Pass- 
ages bearing on the character of Johnson should also be marked 
and referred to as the reading proceeds. At the end of the 
study the skeleton outline will make an excellent model of expo- 
sition; and the class will be ready to discuss either orally or in 
writing Johnson's character pro and con. Paragraphs dealing 
with his life may also be picked out and made into an outline 
to be used as the basis for an authoritative biographical sketch. 
The wide-awake teacher will use other means to saturate the 
pupil with Macaulay's lucid sentence and paragraph construc- 
tion. All means to that end will bring the desired result — 
improvement in expression. Others of Macaulay's works will 
prove equally as profitable. 

II. Milton's L 'Allegro and II Penseroso. 

But for the fact that these poems are required until 1915, 
I should not advise the reading of them in the high school ; and 
even under the circumstances the study should be as brief as 
possible and free from any attempt at intensive or formal treat- 
ment. 

Before assigning vocabulary work, the teacher should try 
to interest the class in the life and personality of the poet and 



26 

should especially emphasize the period at Horton during which 
these poems were written. The vocabulary work will consist for 
the most part of poetic terms and mythological names. Such 
words as cynosure ("dog's tale"), Aveeds, stole, sock, can be 
impressed through their derivation; and names like Cerberus, 
Venus, Bacchus, Zephyr, Mab, Orpheus, Morpheus, Philomel, 
Cynthia, will have become familiar already, perhaps, in past 
reading. 

READING. 

The teacher can now complete Milton's life, before turning 
to the two poems. Several things, such as the opposite moods 
and pictures in the two poems, will then be explained. In the 
reading by the teacher comment will be made on the divisions 
of the poems and brief explanation of difficult words and expres- 
sions: such as, uncouth, Hebe, rain influence, Memnon, Attic 
Boy, Cambuscan, &c. A second reading, this time by the class, 
will be necessary for a clear understanding of the poems; and, 
if advisable, some memorizing may be done. 

The reading of Comus is best done in the same way. 

III. Shakespeare. 

For those who do not follow the College Entrance Require- 
ments closely, and for aU after 1914, I would recommend that 
Milton's poems be replaced by Shakespeare's As You Like It and 
Merchant of Venice, or any others of the comedies in the read- 
ing list. The method of study will be given below in the treat- 
ment of Macbeth. 

Collateral. Reading. 

Plutarch's Lives of Caesar, Brutus, and Antony. 
Shakespeare's Julius Caesar. 
Poe's Prose Tales (Selections from). 
Longfellow's Evangeline. 

THIRD YEAR: SECOND HALF. 
I. Carlyle's Essay on Burns. 
The method of study will be similar to that of ]\Iacaulay's 
Johnson. The first lesson may be outlined as follows: 
First reading — by the teacher. 
Lesson 1 : paragraphs 1-9. 



27 

Assignments for class: 

1. Vocabulary : 

maxim of supply and demand (par. 1) ; posthumous 
retribution (par. 1) ; mausoleum (par. 1) ; generalities 
(par, 4) ; multifarious (par. 4) ; effluence (par. 8) ; 
paragons (par. 9) ; supercilious (par. 9) ; vintners (par. 
9) ; Sir Thomas Lfucy (par. 2) ; Titan (par. 6) ; Sir 
Hudson Lowe (par. 8) ; Aeolian harp (par. 9). 

2. Poems to be read : To a Mountain Daisy; To a Mouse; 

The Cotter's Saturday Night; A Bard's Epitaph. 

Recitation : 

1. Preliminary talk by teacher on the life of Carlyle and 

that of Burns, occupying only a few minutes. 

2. Vocabulary. 

3. Reading of the first nine paragraphs with explanation of 

terms and allusions not covered in the vocabulary work : 
Butler (par. 1) ; Lockhart (par. 2) ; John a Combe (par. 
2) ; Excise Commissioners, &c. (par. 2) ; Constable's 
Miscellany (par 4) ; Burkbeck (par 4) ; 'nine days' 
(par. 6) ; Ferguson, Ramsay (par. 7). 

This will be followed by four similar lessons: paragraphs 
10-23 ; 24-36 ; 37-58 ; 59-71. 

The second reading — by the class— will occupy the same 
number of recitations, the same divisions being observed. Dur- 
ing this reading the topic of each paragraph should be discussed 
and a definite topic statement for each agreed upon. These 
will form a basis for a complete outline, which can be prepared 
at the conclusion of the reading. In addition, considerable prac- 
tice in dictation and reproduction of single paragraphs should 
be given, as an aid to the work being done in composition at 
this time. 

CONCLUSION OF STUDY. 

The study will conclude with a glance at the essay as a whole. 
It lends itself admirably to topical division as follows: Intro- 
duction — Basis of the Essay, and discussion of biography in 
general, paragraphs 1-5; Personality of Burns, 6-9; Writings 
of Burns, 10-36; Life of Burns, 37-58; Reflections on Burns 's 
Life, 59-67; Final Judgment of Burns as man and poet, 68-71. 



28 

Each of these can be subdivided and studied as exposition, &c. : 
e. g., Writings of Burns — (1) intellectual and moral qualities; 
(2) emotional qualities; (3) technical criticism of poems; (4) 
the songs of Burns. This should then be followed by discussion 
of various questions of interest that will arise: Wliat is the 
theme of the essay? Upon what is based the claim that Burns 
was a great poet? What were the elements of his greatness? 
What was Carlyle 's idea as to the character of Burns ? To what 
extent was Burns 's life a failure? What were the causes of his 
failure? To what extent was his life a success? Point out 
passages indicating Carlyle 's emotional character ; his sympathy ; 
his sincerity ; his moral strength ; &c. 

II. Washington 's Farewell Address ; 

Webster's First Bunker Hill Oration. 
One or both of these will complete the work of this year, if 
any time is left. Since the plan of study for the oration is sug- 
gested below, however, in connection with Burke's speech, they 
will not be treated here. 

Collateral Reading. 

Shakespeare 's The Tempest. 
Jilackmore's Lorna Deone. 
Homer's Iliad. 
Bulwer 's Last Days of Pompeii. 

FOURTH YEAR: FIRST HALF. 
I. Burke's Speech on Conciliation with America, 
preliminary. 
The preliminary work should be historical in its nature. 
Some knowledge of the political conditions with which Burke 
had to deal should be acquired before taking up the speech it- 
self. The latter can hardly be appreciated until the pupil learns 
what parties the great orator was attempting to conciliate and 
what the quarrel was about. In seeking the answers to these 
questions an investigation into the spirit of resistance in both 
England and America will be necessary. It will be of interest 
to the pupil to learn that this spirit originated in the old coun- 
try in the struggle against Charles I prior to 1641 ; that in the 



29 

American colonies the same spirit survived in the Puritans of 
New England, the Cavaliers of Virginia and South Carolina, the 
Catholics of Maryland, the Quakers of Pennsylvania, and the 
Dutch and Swedes of New York, New Jersey, and Delaware; 
and that it resulted in a united spirit of liberty. This work 
can be made thorough and interesting by assigning it to five 
separate divisions of the class. 

Again, the study of the audience to which a speech or argu- 
ment is to be delivered is necessary to its preparation; and as 
every great speech must be suited to the audience, it will be 
necessary here to know something of Burke's audience — the 
House of Commons before which he spoke. Some pupil should 
be detailed to present a report upon this matter, somewhat as 
follows: its organization and customs; the political parties of 
the times, and the one in power; prominent statesmen who 
listened to the speaker; the circumstances under which the 
speech was made ; the conduct of the House during the speech. 
This information can be secured from the Encyclopaedia Bri- 
tannica or a similar work. 

Finally, the entire class should participate in the study of 
Burke's life and public services, including a complete sketch 
of his life, an investigation of his political life and principles, 
and the prominent characteristics of the great man. 

READING. 

As usual, the first reading will follow the preliminary work. 
This should insure an intelligent comprehension of the language 
(vocabulary work) and the argument, and comments by the 
teacher to this end will be necessary as the reading proceeds. 
In addition, the class should learn to discern and weigh the 
value of such admirable expressions as: "a wise and salutary 
neglect"; "the voluntary flow of heaped-up plenty"; "all gov- 
ernment is founded on compromise"; "the power of refusal, 
the first of all revenues. " As in the study of the essay, a sum- 
mary of the speech can be made by writing out the thought of 
each paragraph in the reading for each day. From the skeleton 
tlius made the class can, at the end of the reading, consider the 
argument as a whole. 

In addition to a more thorough understanding of the lan- 
guage and the argument, the second reading will include some 



30 

notice of the imaginative qualities of the speech. For examples 
see paragraphs 10 and 30, and recall the famous sentence, " I do 
not know the method of drawing up an indictment against a 
whole people. ' ' 

CONCLUSION OF STUDY. 

The study will conclude with an expression from each pupil 
of just what Burke wishes to effect, and an estimate of how the 
means employed were adapted to carry out his purpose. 

DEBATING. 

The thorough study of this great speech should certainly 
stimulate interest in debating. Debates on subjects chosen from 
the history leading up to the speech, and others modeled on the 
speech itself, may be profitably held in the literary society. In 
fact, real live interest will be aroused in the preliminary his- 
torical work, if the English teacher suggests these topics for 
debate some time before the study of the speech is made. 

II. Macbeth. 

The method of study for any of the plays of Shakespeare 
will be exemplified by an outline of suggested work for the first 
act of Macbeth. 

Preliminary to the intelligent reading of any of these plays 
considerable vocabulary work is necessary. This is not an easy 
task, but it is essential ; and the studious and earnest pupil 
will at once realize its value. A mere glance at the list of words 
assigned from the first act will bring this home. The following 
words are suggested: 

Graymalkin, Paddock (sc. ]) ; alarum (sc. 2, stage direc- 
tions) ; kerns and gallowglasses, nave, chaps, vantage, 
composition (sc. 2) ; aroint, rump-fed ronyon, shipman's 
card, pent-house lid, insane root, earnest (noun), choppy, 
blasted (sc. 3) ; harbinger, flourish (sc. 4) ; deliver (sc. 
5) ; coign, martlet, procreant, purveyor, hautboys (st. d.), 
seat, compt (sc. 6) ; sewer (st. d.), jump, wassail, limbec, 
received (sc. 7). 

As in all vocabulary work, the teacher should trust to the 
general intelligence of the class, as far as possible. This should 



31 

continue throughout the play before the next part of the work 
is taken up. 

In addition to single words that need attention, some obscure 
passages will have to be cleared up at this stage. Only those 
made obscure by the wording, however, should be assigned to 
the class : e. g., 

Say to the king the knowledge of the broil 
As thou did leave it — sc. 2, 1.6. 

The following will come under this head: 

2, 16-23 ; 2, 39-41 ; 2, 54-57 ; 3, 21 ; 3, 32-33 ; 3, 54-57 ; 3, 
112-116; 3, 128-129; 5, 20-21; 5, 26-31; 6, 20; 6, 63; 7, 
3-4; 7, 16-17; 7, 69-72. 

The list may have to be extended or curtailed to suit the 
needs of the class. 

A few passages rendered obscure from the thought may be 
explained by the teacher at this time, in order to give the pupil 
some training in poetic language and to insure the proper first 
impression: e. g., 

***** rpj^g merciless Macdonwald — 

Worthy to a rebel, for to that 

The multiplying villainies of nature 

Do swarm upon him — 2, 9-12. 

So: 

2, 25-28; 3, 8-10; 3, 139-142; 4, 44; 5, 45-48; 6, 11-14; 
6, 25-28; 7, 25-28; 7, 63-67. 

Others, such as Macbeth 's soliloquy at the beginning of scene 
7, had better be treated after the class is familiar with the 
circumstances. 

This preliminary work should be carried through the whole 
play. The pupils will then be ready for the first reading. 

FIRST READING — BY THE TEACHER. 

After a brief explanation of one or two things, such as the 
law of inheritance and the state of society in Macbeth 's time, 
the first reading will begin. This will be uninterrupted except 
for brief comment on certain points of stage business necessary 
to an understanding of the different scenes, and explanation of 
meanings otherwise unnoticed. No lengthy or complicated dis- 



:i2 

cussion, however, should be allowed to interfere with the pur- 
pose of this first reading — the general effect of the play as a 
whole. 

As further preparation for an appreciative reading by the 
class, three things are necessary. Some of the striking passages 
and appropriate figures should be pointed out and briefly com- 
mented upon: e. g., 

***** his virtues 

Will plead like angels trumpet-tongued against 

The deep damnation of his taking-off; 

—7, 18-20. 

So: 

3, 58-59 ; 4, 7-8 ; 4, 33-35 ; 5, 18 ; 6, 1-7 ; 7, 46-47. 

Then, an informal conversation about ambition, the central 
motive of the play, will serve as a point of contact between 
the pupil's everyday life and the terrible struggle of the brave 
Macbeth against his human nature. Every live boy or girl will 
eagerly give expression to his or her own desires for the future ; 
and numerous historical instances of what men and women have 
done to gratify ambition will further arouse their interest. 
Finally, there should be some brief comment on the super- 
natural element of the play; and the ideas of the pupils in 
regard to Shakespeare's purpose in using the witches and 
ghosts will be rendered more definite by questions and sugges- 
tions from the teacher. 

SECOND READING BY THE CLASS. 

The second reading can be made more interesting and ef- 
fective by assignment of the different parts to the individual 
members of the class, each part being given to several pupils, 
according to the number in the class. After the daily reading, 
which should show careful preparation on the part of the pupil, 
some of the obscure passages previously passed over will be 
taken into consideration. These difficulties should be solved, as 
far as possible, by the class. They will include such passages as 

***** That, trusted home. 
Might yet enkindle you unto the crown. 
Besides the thane of Cawdor. 

3, 120-122. 



33 

So: 

1, 11; 2, 49-50; 2, 62-64; 3, 11; 3, 63. 

As to disputed readings, the less said the better. It is both 
unprofitable and uninteresting to discuss them with high school 
pupils at all, except in reply to doubts expressed on their part. 
The thoughtful teacher will know just how far to carry this 
part of the work; for the moment the interest of the class lags 
he should pass to another phase of the study. 

One step more is necessary, though, to complete the benefit 
of this kind of study. Every pupil will have his own impression 
of incidents and characters all through the play and will require 
little encouragement to express his opinion. At the end of the 
scenes and acts, or at any point which seems good to the teacher, 
the members of the class should be called on to comment orally 
on what has been done and shown in the play. Thus a genuine 
and intelligent appreciation is unconsciously given — a result 
so much more satisfactory than the usual garbled second-hand 
"criticism" following the reading of a dozen or more com- 
mentators. 

MEMORY W^ORK. 

As in all of the literary work, the memorizing of the finest 
passages should be required in connection with the second read- 
ing; and, if feasible, the presentation of simple scenes will 
bring further cultural results. 

OAUTION. 

The high school is no place for such details as the sources 
of the plot, the date of composition, metrical effects, and the 
like. The teacher should be prepared to answer questions of 
this sort briefiy and to show where information may be found; 
but these, and most of the disputed points that have brought 
forth volumes and volumes from scholars, have no place here. 
In fact, it is wise to include nothing which does not enhance 
the impression of the play as a work of imaginative literature. 

For the same reason, written work on the play, such as the 
comparison of characters and the discussion of abstract themes, 
should not be assigned as composition exercises. This kind of 



34 

work defeats the two principal aims of all literary training — 
originality of thought and expression, and the desire to read the 
best literature. 

Collateral Reading. 

Shakespeare's Hamlet. 

Hawthorne's The House of the Seven Gables. 

Dickens's A Christmas Carol and The Cricket on the Hearth. 

Homer's Odyssey, or Virgil's Aeneid. 

FOURTH YEAR: SECOND HALF. 

For this term's work I wish to suggest the study of the his- 
tory of English and American literature, through the medium 
of a brief and easy text-book on this subject. The value of 
this is self-evident. If there is time more reading can be done; 
and the more the better. This will have to be determined by 
the varying circumstances of the individual schools. 

Collateral Reading. 
Review of 
Macbeth. 

Tennyson, or Palgrave. 
Burke, or Washington and Webster. 
Carlyle, or Maeaulay. 



35 

UNIFORM ENTRANCE REQUIREMENTS IN 

ENGLISH, 1915-1919. 

For RejIding. 

Group I. — Classics in Translation. Two to be Selected 

The Old Testament, comprising at least the chief narrative 
episodes in Genesis, Exodus, Joshua, Judges, Samuel, Kings, 
and Daniel, together with the books of Ruth and Esther; 
Homer's Odyssey, with the omission, if desired, of Books I, 
II, III, IV, V, XV, XVI, XVII; Homer's Iliad, with the 
omission, if desired, of Books XI, XIII, XIV, XV, XVII, 
XXI; Virgil's .Eneid. The Odyssey, Iliad, and ^neid 
should be read in English translations of recognized literary 
excellence. For any selection from this group a selection 
from any other group may be substituted. 

Group II. — Shakespeare. Two to be Selected 

Shakespeare 's Midsummer Night 's Dream ; Merchant of Venice ; 

As You Like It; Twelfth Night; The Tempest; Romeo and 

Juliet ; King John ; Richard II ; Richard III ; Henry V ; 

Coriolanus; Julius Caesar; Macbeth; Hamlet. N. B. — The 

last three only if not chosen for study. 

Group III. — Prose Fiction. Two to be Selected 
Malory's Morte d 'Arthur (about 100 pages) ; Bunyan's Pil- 
grim's Progress, Part I; Swift's Gulliver's Travels (Voyages 
to Lilliput and to Brobdingnag) ; Defoe's Robinson Crusoe, 
Part I; Goldsmith's Vicar of Wakefield; Frances Burney's 
Evelina; Scott's Novels, any one; Jane Austen's Novels, any 
one; either Maria Edgeworth's Castle Rackrent, or The Ab- 
sentee ; Dickens 's Novels, any one ; Thackeray 's Novels, any 
one; George Eliot's Novels, any one; Mrs. Gaskell's Cran- 
f ord ; either Kingsley 's Westward Ho ! or Hereward the 
Wake; Reade's The Cloister and the Hearth; Blackmore's 
Lorna Doone ; Hughes's Tom Brown's Schooldays; either 
Stevenson's Treasure Island, or Kidnapped, or The Master 
of Ballantrae; Cooper's Novels, any one; Poe's Selected 
Tales; either Hawthorne's The House of the Seven Gables, 
or Twice Told Tales, or Mosses from an Old Manse ; a collec- 
tion of short stories by various standard writers. 

Group IV. — Essays, Biography, etc. Two to be Selected 
Either the Sir Roger de Coverley Papers, or Selections from 
The Tatler and The Spectator (about 200 pages) ; Boswell's 
Selections from the Life of Johnson (about 200 pages) ; 



36 

Franklin's Autobiography; either Irving 's Selections from 
the Sketch Book (about "200 pages), or The Life of Gold- 
smith; Southey's Life of Nelson; Lamb's Selections from 
the Essays of Elia (about 100 pages) ; Lockliart's Selections 
from the Life of Scott (about 200 pages) ; Thackeray's Lee 
turcs on Swift, Addison, and Steele in the English Humor 
ists; Macaulay: one of the following essays: Lord Clive, 
Warren Hastings, Milton, Addison, Goldsmith, Frederic the 
Great, or Madame d'Arblay; Trevelyan's Selections from 
Life of ]\Iacaulay (about 200 pages) ; either Ruskin's Sesame 
and Lilies, or Selections (about 150 pages) ; Dana's Two 
Years Before the Mast; Lincoln's Selections, including at 
least the two Inaugurals, the Speeches in Independence Hall 
and at Gettysburg, the Last Public Address, and Letter to 
Horace Greeley, together with a brief memoir or estimate of 
Lincoln; Parkman's The Oregon Trail; Thoreau's Walden; 
Lowell's Selected Essays (about 150 pages); Holmes's The 
Autocrat of the Breakfast Table; Stevenson's Inland Voy- 
age, and Travels with a Donkey; Huxley's Autobiography 
and selections from Lay Sermons, including the addresses on 
Improving Natural Knowledge, A Liberal Education, and A 
Piece of Chalk; a collection of Essays by Bacon, Lamb, De 
Quincey, Hazlitt, Emerson, and later writers; a collection 
of Letters by various standard writers. 

For Study. 
Group I. — Drama. One to be Selected 
Shakespeare's Julius Ca?sar, Macbeth, Hamlet. 

Group II. — Poetry. One to be Selected 

]\Iilton's L 'Allegro, II Penseroso, and either Comus or Lycidas; 
Tennyson's The Coming of Arthur, The Holy Grail, and The 
Passing of Arthur; the selections from Wordsworth, Keats, 
and Shelley in Book IV of Palgrave's Golden Treasury 
(First Series). 

Group III. — OrxVtory. One to be Selected 

Burke's Speech on Conciliation ^^'ith America; J\Iacaulay's Two 
Speeches on Copyright, and Lincoln's Speech at Cooper 
Union; Washington's Farewell Address, and Webster's First 
Bunker Hill Oration. 

Group IV. — Essays. One to be Selected 

Carlyle's Essay on Burns, with a selection from Burns 's Poems; 
Macaulay 's Life of Johnson; Emerson's Essay on Manners. 



37 

Group V. — Poetry. Two to be Selected 

Palgrave's Golden Treasury (First Series) : Books II and III, 
with special attention to Dryden, Collins, Gray, Cowper, and 
Burns; Palgrave's Golden Treasury (First Series): Book 
IV, with special attention to Wordsworth, Keats, and Shel- 
ley (if not chosen for study) ; Goldsmith's The Traveller, and 
The Deserted Village ; Pope 's The Rape of the Lock ; a col 
lection of English and Scottish Ballads, as, for example, 
some Robin Hood ballads, The Battle of Otterburn, King 
Estmere, Young Beichan, Bewick and Grahame, Sir Patrick 
Spens, and a selection from later ballads; Coleridge's The 
Ancient Mariner, Christabel, and Kubla Khan; Byron's 
Childe Harold, Canto III or IV, and The Prisoner of Chil- 
lon; Scott's The Lady of the Lake, or Marmion; Macaulay's 
The Lays of Ancient Rome, The Battle of Naseby, The Ar- 
mada, Ivry; Tennyson's The Princess, or Gareth and Lyn- 
ette, Lancelot and Elaine, and The Passing of Arthur; 
Browning's Cavalier Tunes, The Lost Leader, How They 
Brought the Good News from Ghent to Aix, Home Thoughts 
from Abroad, Home Thoughts from the Sea, Incident of the 
French Camp, Herve Riel, Pheidippides, My Last Duchess, 
Up at a Villa — Down in the City, The Italian in England, 
The Patriot, "De Gustibus — ," The Pied Piper, Instans 
Tyrannus; Arnold's Sohrab and Rustum, and The Forsaken 
Merman; Selections from American Poetry, with special at- 
tention to Poe, Lowell, Longfellow, and Whittier. 



38 

BIBLIOGRAPHY. 
The following will be helpful to the teacher: 

Arlo Bates's Talks on Teaching Literature (Houghton). 

Arlo Bates's Talks on the Study of Literature (Hough- 
ton). 

McMurry's ]\Iethod in the Reading of English Classics 
(Macmillan). 

Chubl)'s The Teaching of English (Macmillan). 

Cox's Literature in the Common Schools (Little, Brown 
&Co.). 

Smith's What Can Literature Do for Me (Doubleday). 

Fairchild's The Teaching of Poetry in the High School 

(Univ. of Mo. Bulletin). 

Among the books that the school library should contain are : 

Skeat's Concise Etymological Dictionary. 

The Century volume of Proper Names. 

Gay ley's Classic Myths. 

Complete sets of Dickens, Shakespeare, Scott, Eliot, 
Thackeray, Stevenson, Hawthorne, Poe, Cooper, Aus- 
ten, Reade, Kipling, Page, Harris, Craddock, Harte, 
Twain, 0. Henry. 

Complete sets of the Poets, both English and American. 

The Classics can be obtained in cheap form from almost any 
of the publishers of text-books. Cassell's are the most satisfac- 
tory for the use of the pupils. They are the cheapest and con- 
tain practically no notes. 

Every pupil should be required to own a dictionary. The 
best for the purpose as well a.s for future use is Webster's 
Secondary-School Dictionary (American Bk. Co. $1.50). 



LIBRARY OF CONGRESS 



019 747 472 5 



